DOCUMENT RESUME IR 002 818 McLaughlin, G. Harry …
[Pages:95]DOCUMENT RESUME
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IR 002 818
AUTHOR TITLE
INSTITUTION PUB DATE NOTE
McLaughlin, G. Harry Evaluation of a Media-Based Credit Course, "Developmental Psychology", Offered by Ryerson Open College. Report No. 35. Ontario Educational Communications Authority, Toronto. Research and Planning Branch. Aug 73 95p.; Papers and Reports Concerning Educational Communications Number 35
EDRS PRICE DESCRIPTORS
IDENTIFIERS
MF-$0.76 HC-$4.43 Plus Postage College Students; Cost Effectiveness; Dropout Rate; Educational Programs; *Educational Radio; *Educational Television; *External Degree Programs; Higher Education; *Multimedia Instruction; *Open Education; Program Evaluation; Psychology; Undergraduate Study *Ryerson Open College
ABSTRACT Ryerson Open College in collaboration with the
Ontario-Educational Communications Authority, offered a multimedia, introductory credit course in psychology in 1972. An evaluation was completed based on two questionnaires, each completed by a majority of the enrolled students. Student grades and dropout rates were examined relative to students' age, sex, employment status, previous education, and socioeconomic status. Students also rated the relative merits of televised lectures, radio discussions, and other educational activities, and these results were correlated to demographic factors. The benefits and disadvantages of the multimedia, home-study approach were examined relative to its cost.
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Ma Ontario Educational Communications Authority
Research and Davalopmant Branch
Number 35
Evaluation of a MediaBased Credit Course, Developmental Psychology,
Offered by Ryerson Open College.
PERMISSION TO REPRODUCE THIS COPY RIGHTED MATERIAL HAS BEEN GRANTED BY
EAjecvonat
-0 AN reNtly% C 4 O AJO-.01";
TO ERIC AND ORGANI7ATIONS OPERATING UNDER AGREEMENTS WITH THE NATIONAL IN STTuYE OF EDUCATION FURTHER REPRO DucTION ouTSUJE THE EPIC SYSTEM RE QUIRES PERMISSION OF THE r nr,no-,w, `AVNER
by G. Harry McLaughlin, Ph.D.
August 1973
0
U S DEPARTMENT OF HEALTH EDUCATION & WELFARE NATIONAL INSTITUTE OF EDUCATION
111I5 DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN STING IT POINTS OE VIEW OR OPINIONS STATED 00 NOT NECESSARIL Y REPRE sE N T Of I I I Al NATIONAI INSTITUTE OF
onicrstON POSITION OR VOL v
0 The Ontario Educational Communications Authority, 1973.
TABLE OF CONTENTS
Page
LIST OF TABLES
ii
SECTION
Imp
1. Course objectives
1
2. Course components
2
3. Comparison with Day School
2
4. Demographic Characteristics
4
5. Measurements of Knowledge
4
6. Effects of Previous Education
8
7. Effects of Sociological Variables
10
8. Effects of Occupational Variables
12
9. Effects of Experience with Children
16
10. Preferred Means of Learning
18
11. Hours of Study
22
12. Importance of Broadcasts and Readings
25
13. Reactions to Broadcasts
30
14, Innovations Desired
33
15. Benefits and Disadvantages
38
16. Recommendations
44
APPENDICES
47 A. Sample Questionnaires
B. Developmental Psychology Knowledge Test
60
C. Mid-Course Student Reactions (by Dorene E. Jacobs). .
71
D. Significance of Difference Between Day and ROC
Knowledge Post-test Scores
80
E. Broadcasting Times Desired by ROC Students
84
LIST OF TABLES
TABLE
1.
2. 3. 4. 5. 6. 7. 8. 9. 10.
PAGE
Percentages of Day and ROC Developmental Psychology
course students distributed by demographic groups
(with comparative data for 1972 ROC Introductory
Sociology students given in parentheses)
5
Average post-test knowledge scores and percentage
improvements over pre-test scores
6
Regression equations for predicting post-test know-
ledge scores from pre-test scores, analyses of variance,
and correlation coefficients
7
Percentages of students claiming to have taken one or
more previous psychology courses, with ROC students
subdivided by occupation
8
Percentages of ROC students claiming to have taken
a credit course previously
9
Mean post-test scores tabulated by number of previous
psychology courses taken,by experience of ROC
Sociology course, and by education
9
Percentages of students still understanding their
mother tongue
10
Mean post-test scores of students whose mother tongue
was English and those who still understand some other
mother tongue
11
Percentages of students living inside and outside
Metropolitan Toronto
11
Mean post-test scores of ROC students tabulated by
colour television possession and percentage in each
category not employed
12
4
LIST OF TABLES - Continued
TABLE
11. 12. 13. 14. 15. 16. 17. 18 19.
20.
21.
22.
PAGE
Percentages of ROC students with various numbers of years of full-time work experience, and percentage in each category who were employed at start of course. . 13
Numbers of ROC students in various occupations
tabulated by sex and employment at start of course
(numbers doing night-work given in parentheses)
13
Percentages of all ROC students and of employed ROC
students with various occupational backgrounds
14
Mean post-test scores of ROC students tabulated by
profession and sex with percentages of non-employed
in each category
15
Numbers of Day students of various occupational
backgrounds tabulated by employment at start of
course (numbers doing night-work in parentheses) . .
16
Mean post-test scores tabulated by working hours
at start of course
16
Percentages of students who had worked with
children
17
Numbers of ROC students with children, tabulated
by occupation
17
Mean post-test knowledge scores and mean percentage
improvements over pre-test scores for ROC students,
tabulated by the number of their children, with the
percentage employed in each category
18
Percentages of students selecting various means of
learning as the one from which they expected to learn
most and as the one from which they actually learned
most
19
Percentages of students selecting various means of
learning as being among the three from which they
actually learned most and among the three from which
they expected to learn most
20
Percentages of ROC students rating each course component
as (A) 'extremely valuable' and as (B) 'not very valuable'
or 'valueless'
21
-iv-
LIST OF TABLES - Continued
TABLE
23.
Average estimated numbers of hours spent each week on various aspects of course
PAGE
23
24.
Correlations between Day students' post-test
'knowledge scores, percentage improvements and weekly
23
numbers of hours of study . . . . ,
25.
Correlations between ROC students' post-test knowledge scores,: percentage improvements and weekly numbers of
24
hours of study
26.
Percentages of ROC students having various means of
access to electronic media
25
4
27.
Percentages of ROC students viewing television for
various estimated numbers of hours daily, tabulated
26
by employment
Ow.
28.
Percentages of ROC students listening to radio for
various estimated numbers of hours daily, tabulated
27
We
by employment
29.
Percentages of ROC students hearing various proportions
of course broadcasts, tabulated by employment at start
Yaw
27
of course
30.
Percentages of ROC students doing various proportions
of assigned and optional reading tabulated by employment
28
at start of course
Now
31.
Mean post-test scores of ROC students tabulated by
proportion of television broadcasts seen, radio programs
29
heard and reading done
Maw
32.
Mean post-test scores of ROC students tabulated by daily
hours of television-viewing and radio-listening
29
33.
Percentages of ROC students taking and not taking notes on radio programs, and their reasons
30
34.
Percentages of ROC students taking and not taking notes
on television programs, and their reasons
31
35.
Mean post-test scores of ROC scMents tabulated by
amount of note-taking on broadcasts
31
t)
-vi.-
LIST OF TABLES - Continued
TABLE 49.
50. 51.
52. !7.
PAGE
Percentages of ROC students listing disadvantages
42
of a radio-television course
Percentages of students selecting various phrases
as their main reason for enrolling and as the
42
greatest benefit they gained
Percentages of students selecting various phrases
as being among the three greatest gained and among their three main
benefits they reasons for
43
enrolling ,,
Percentages of ROC students claiming course changed
44
their views or behaviour
Percentages of ROC students making additional comments
45
in final questionnaire
APPENDIX TABLES
83
54.
Knowledge score distributions
85
55.
Radio listening times desired
86
56.
Television-viewing times desired
57.
General times desired for television-viewing (and,
87
in parentheses, for radio listening)
8
-v-
LIST OF TABLES - Continued
TABLE
36. 37. 38. 39. 40. 41. 42. 43. 44.
45. 46.
47. 48.
PAGE
Mean post-test scores of ROC students tabulated by
access to television broadcasts
32
Percentages of ROC students giving various ratings
to television programs
33
Percentages of ROC students who would like more
discussions of television programs and their
preferred media
34
Percentages of ROC students preferring radio or
television for student discussion programs
34
Percentages of ROC students who would like to
participate in a broadcast discussion
35
Percentages of ROC students wanting a summary
of each radio and television broadcast
35
Broadcasting times most desired by ROC students
36
Percentages of ROC students responding to questions
on borrowing recordings of course broadcasts,
tabulated by employment
37
Percentages of ROC students giving various estimated
frequencies with which they would attend discussion
groups if they met locally, tabulated by employment
at start of course
38
Percentage grade distributions of original enrollment
and students graded at end of course
39
Percentages of all ROC students rating given advantages
of a radio-television course as most and as least
important (with percentages for students employed
full-time in'parentheses).
39
Percentages of ROC students listing adirantages of a
radio-television course
40
Percentages of ROC students rating given disadvantages
of a radio-television course as most and as least
41
serious
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